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교사의 성찰적 대화가 지속적 전문성 개발에 미치는 영향: 교사몰입의 매개효과와 교사자율성의 조절효과

The Effect of Teacher’ Reflective Dialogues on Continuing Professional Development: The Mediating Effect of Teacher Engagement and the Moderating Effect of Teacher Autonomy

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본 연구는 교사의 성찰적 대화가 지속적 전문성 개발에 미치는 영향을 살펴보고 이들 간의 관계 에서 교사의 동기요인으로서 교사몰입과 외부요인으로서 교사자율성이 어떠한 영향을 미치는지 검증하는 것을 목적으로 하였다. 이를 위해 전국 초·중등 교사 총 693명을 대상으로 설문조사를 실시하였다. 연구결과 첫째, 교사의 성찰적 대화와 지속적 전문성 개발은 정적 영향을 보였다. 둘째, 교사의 성찰적 대화와 지속적 전문성 개발 관계에서 교사몰입은 매개효과를 보였다. 셋째 교사몰입과 지속적 전문성 개발 관계에서 교사자율성의 조절효과를 확인하였다. 이상의 연구결과를 통해 교사의 성찰적 대화는 다양한 관점에서 교사 스스로에 대한 성찰의 수단이 되며 지속적인 전문성 개발로 이어지는 역할을 한다는 점을 확인할 수 있었다. 또한 교사의 교사몰입과 교사자율성은 자발 적인 지속적 전문성 개발에 있어 요구되는 내적 및 외적 요소임을 확인하였다. 이상의 연구결과를 통해 향후 학교 맥락에서 교사의 지속적 전문성 개발 활동의 실천적 시사점과 향후 연구 방향을 제시하였다.

Abstract

This study aimed to examine the effects of teachers' reflective dialogues on continuing professional development and to verify the influence of teacher engagement as a teacher's motivation factor and teacher autonomy as an external factor in the relationship between them. To this purpose, 693 elementary and secondary teachers nationwide were surveyed. As a result of the study:first, reflective dialogue affected teachers’reflective dialogue continuing professional development. Second, teacher engagement showed a mediating effect in the relationship between the teacher's reflective-dialogue and continuing professional development. Third, teachers’ autonomy had amoderating effect onthe relationship between teacher engagement and continuing professional development, was shown. The findings imply that the teacher's reflective dialogues area tool for reflection on the teacher from various perspectives and play a role in leading to continuing professional development. In addition, teacher engagement and autonomy are internal and external factors required for voluntary continuing professional development. Practical implications and future research directions to develop teachers' continuing professional development activities; were suggested.

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